Motivational Teaching Strategies

For over two decades, scholars in the field of second language teaching have proposed extensive lists of strategies to motivate language learners. However, the number of studies investigating the actual use of those strategies in L2 classrooms is meager. This book examines the importance and frequency of 43 motivational strategies divided into 16 conceptual domains. Twenty-three teachers and 213 of an EFL school participated in the investigation. Quantitative and qualitative data were drawn from questionnaires, interviews, and classroom observations. The results suggest that from the 16 conceptual domains of motivational strategies, three are potentially motivating. Results also reveal that some strategies regarded as important have been underutilized in the classroom. The analysis and findings may help language instructors, researchers in the field of linguistics and pedagogues increase their awareness of a more motivating learning.